Thom Gunn’s Donahue’s Sister :: Donahues Sister

Thom Gunn’s Donahue’s Sister      Ã‚  Ã‚   Thom Gunn was a poet who often wrote of common hardships in every day life.   Gunn’s writing style and choice of topics makes it obvious that he was writing in the middle to late twentieth century, and this is what draws people of today to his work.   I believe that not only are people able to relate better to Gunn because of his topic selection but because of the time period the majority of his work is written in.   Ã‚  Ã‚   In the twentieth century, particularly since the 1950’s or so, we have witnessed as a society; the arrival of AIDS, an increasing amount of single parent families, an increase in drug and alcohol use among young people, controversy over homosexuality, and an increasing number of instances where we, as a country, have seen that money and power can get anyone off for any crime or wrong-doing.   In â€Å"Donahue’s Sister†, Gunn writes from a point of view that more than half of our population can probably relate to because almost all of us know someone with a drinking problem or have one of our own.   â€Å"Donahue’s Sister† shows the frustration of a brother as he explains the degree of severity that his sister’s drinking problem has reached.   The poem puts us in Donahue’s body from the start so as if we are looking at her standing at the head of the stairs, drunk beyond recovery.   Although there is surely room for different interpretations, I believe â€Å"Donahue’s Sister† is written by Gunn primarily to show the destruction that addiction can do to a person or a relationship.   Ã‚  Ã‚   In this paper, I will attempt to make Gunn’s voice heard according to how I interpret the poem, and by doing so I hope to show how relevant this poem was to the decade it was written in, the 1980’s.   I also will explore some other possibilities of how this may have related to or affected Gunn directly.   In other words, what factors may have been responsible for his writing this poem.   Ã‚  Ã‚   The beginning of the poem describes the sister standing eye to eye with Donahue at the head of the stairs.   She is in her own drunken world, which is referred to as her â€Å"private world† throughout the poem.   This depiction is very accurate of a drunk who believes that they have everything under control and that the world they are in is actually better for them than the sober world; reality.

A taste of honey †From dependence to independence Essay

Jo, a trapped schoolgirl seeking sanctuary away from her unreliable mother Helen, yet finding herself dependent upon her. The frequent movement from place to place and no steady source of income meant that Jo had no real social life at school or at home and few luxuries. Jo relies on a carefree black sailor for comfort, however, a facsimile of her own life, he is torn away and she is forced to move on. Helen leaves Jo and marries the untrustworthy Peter. A Gay colleague known as Geoff now comes into her life, and Jo soon realises he is a reliable person, and begins to depend upon him when she is pregnant. Towards the end, Geoff leaves upon the return of Helen, and Jo becomes the independent woman that she so longed for, perhaps a result of her quick taste of honey. In Act 1, Scene 1, we find out about Jo’s schooling abilities. When she arrives, she wants to find somewhere to plant her bulbs. As she says, â€Å"It’s nice to see a few flowers.† Helen finds some drawings that Jo had done and compliments her by saying, â€Å"I didn’t realise I had such a talented daughter.† Jo reveals her childish side by replying with â€Å"I’m not just talented, I’m geniused.† Jo’s intentions of leaving school and Helen at Christmas, becomes apparent, as she seems to think that she is mature and independent enough to do so. Another sign her naivety. Her view of the new flat also comes into light when Helen says, â€Å"This is the place,† and Jo replies with, â€Å"And I don’t like it.† Her attitude to life is arguably summarised with those few words. She is forever criticising Helen and rarely calls her mother or ‘mum’. The pair are constantly bickering and Jo even sa ys, â€Å"I’m sick of you. You’ve made my life a misery.† Her dislike and contempt for life, instantly recognisable, is possibly due to her loneliness. Her mother gives her very little support so she must seek affection from other sources. Although she seems to hate Helen, Jo is very dependent on her and – to a certain extent – Helen is dependent on Jo. She is always making Jo do things for her (getting drinks, cooking, etc). There is little doubt that her misery is also due to her unsatisfactory mother. Their relationship is hardly your stereotypical mother-daughter one, which contributes greatly to Jo leaving school and her mother as soon as she has the chance. Helen is not oblivious to her incompetence as a mother who says, â€Å"I know, I’m a cruel, wicked woman,† and not using the word ‘mother’. Peter is a dodgy car salesman with an eye patch, and one of the reasons that Helen moved. He wants her to marry him but Helen declines. However with persuasion and persistence his charm soon takes affect and she finally agrees. Jo immediately holds Peter with just as much contempt as her mother. Her spiteful attitude towards him is likely because Peter has her mothers love and she does not, though of course Jo would never admit this. Jo soon changes however and asks Peter coyly, â€Å"Do you fancy me?† and he responds, â€Å"Not yet. † Jo clearly seeks attention from Peter. He also has photographs of all his ex-girlfriends. Jo makes fun of his eye patch, again expressing her childish ways. We also find out about Jo’s phobias, â€Å"I’m not frightened of the darkness outside. It’s the darkness inside I don’t like.† This tells the reader that she feels dark and lonely inside, which sheds light onto why she has a depressing attitude to life. Helen neglects her needs, for example, leaving her alone for a weekend while she runs off with Peter. Helen also makes no attempt to help Jo when she’s pregnant, if anything Helen is angry, perhaps because Jo has made the same mistakes she once made. Being the age of 16 some may say she is quite independent, leaving school and home, however she is still a naà ¯Ã‚ ¿Ã‚ ½ve child inside with a thirst for attention and affection Jo is not perturbed by her mother’s actions, and is still determined to become independent. Her plans to move out are executed, and she decides she would like to marry a black sailor. Jo knows Helen will disapprove, which seems to make it the whole affair better. Jo’s relationship with the sailor seems short and casual. They both say that they love each other but are very relaxed. For example, when he leaves and does not come back she is not worried, probably because she is used to moving on and leaving many things behind. Later on though when talking to Geoff, she says â€Å"Last Christmas I had him,† she obviously misses him, and talks fondly about him especially when the baby is due. Helens departure has little effect on Jo, which is slightly unexpected, as she now has the independence away from her mother that she always wanted. This is likely because she really needs someone to depend on especially with a baby on the way. Geoff, a gay student is her saviour. He becomes Jo’s shoulder to cry on, and is keen on becoming a father figure for the baby. Jo seems to take advantage of Geoff’s kindness and often makes him do stuff for her. Geoff does not seem to mind, even when she makes fun of his sexuality, which many people did at the time. Geoff was her pillar of strength when she had her childish tantrums, such as wanting to ‘cut off the babies head’ or disown it. Geoff, probably more than she was on her mother. Jo even says, supposedly to the baby, â€Å"Let’s see what big sisters making us.† Geoff is a friendly carer and is totally different from the sailor. Whereas the sailor wants a sexual relationship, Geoff is content with caring for Jo and making cakes. Geoff even asks Jo if they should get married and also asks her what she’d do if he started something. Jo replies, â€Å"In my condition, I’d probably faint.† He adores babies but Jo is less keen on them. Geoff seems to want, more than anything, to be the father of Jo’s child. To begin with, Jo treats Geoff with little respect, joking around and saying things that could hurt him. As their relationship progresses and they get to know each other better, Jo respects Geoff more and more. Jo eventually realises that the baby will need a father figure and decides to let Geoff stay, but they wouldn’t get married. Jo has mixed feelings about becoming a mother. She is intent on keeping the baby at first because she thinks it is cruel to have them aborted. She does, though, have some doubts. For example, she doesn’t want to breast feed her baby. Geoff brings her a doll to practice holds on. She says the colour’s wrong – the father being black – and explodes. She screams, â€Å"I’ll bash its brains out! I’ll kill it! I don’t want to be a mother,† which makes us think that she may have an abortion after all. Previously though, the baby kicked her and she was overwhelmed. All of these details then leave us wondering if she is ready for motherhood. It is more likely that she is ready to become a mother because she has matured a lot since the beginning of the play when she was dependent on Helen. As the play progresses, we see Jo turn from a naà ¯Ã‚ ¿Ã‚ ½ve young girl to a mature woman. She is no longer dependant on anyone and, although she is probably destined to a life living in small flats and houses, the prospects are bright and, as she sings at the very end, a glimmer of hope shines through and we think she may have a happy life.

The Abortion Debate Essay - 1454 Words

What is an abortion? An abortion is an operation to prevent women from carrying on with the pregnancy and having a baby. In other words, it means terminating a pregnancy. Also this method is called a birth control. An abortion is a legal procedure that is done around the world. Other countries, they might have different beliefs about an abortion. There is an illegal way of having an abortion. A certified doctor has to do the operation. The illegal way is when an unprofessional person without certificate or license giving the abortion. This method can be fetal and very dangerous. Abortion is the death of a person, a living human being distinct from any other individual on this planet(book 2). The History of the Abortion†¦show more content†¦A lot of people died and more are dying from previous and recent diseases, such as mal-nutrition, hunger and abuse and murder. Abortion is just a legal way of killing more people that just has not developed yet. The Advantages and Disadvantages of Abortions The advantages of an abortion incorporated into situations such as if you want your freedom and do not want the burden of a child, you will be for the right to have an abortion. If you were young and it was a mistake and inconvenient for you, you would not have the baby. If you were rape and that was the outcome and could terminate, you would. These are situation stated in book 1 that show how they were present these similar cases and saw the decision of the abortion becoming legal. Because of the court decision, this is now an advantage for many women who each have situations similar to these (book 1). The disadvantages of an abortion can be the side effects that can occur during and after an abortion. It can be the pain or not being able to become pregnant or carry the fetus for nine months and also death. There can also be psycho-social stress following the abortion. Many women sink into deep depression after realizing that they killed their unborn child (book 6). Another dis advantages is that there are people trying to stop the abortions because they believe that mothers-to-be are killing a ?human child? and should be convicted for a crime. A woman named Virginia Robertson got arrested forShow MoreRelatedThe Debate On Abortion And Abortion1448 Words   |  6 PagesAbortion. This word leaves most people feeling uneasy after just saying it out loud. The discussion of abortion is continuously left open-ended with millions of opinions, arguments, and questions. Abortions occur every single day leaving potential fathers devastated or thrilled, leaving friends and families broken and distraught or in contrast, proud. More importantly, leaving the potential mother uncertain and even destroyed. But with abortion in mind, what is considered wrong and what is consideredRead MoreThe Debate Over Abortion3667 Words   |  15 PagesPolitical Science 101 SBCC April 19, 2015 T/R 11:10 Laws vs. The Right to Life The debate over abortion has divided Americans into polarized sides since the Supreme Court’s 7-2 decision in Roe v. Wade on January 22, 1973, where the Court deemed abortion a fundamental right under the United States Constitution. The lawsuit began when Norma McCorvey became pregnant with her third child in 1969 and could not get a legal abortion in Texas. With her attorneys, they filed a lawsuit. Roe v. Wade reached SupremeRead MoreThe Abortion Debate Essay1652 Words   |  7 PagesThe topic of abortion is one of the most controversial topics affecting our society. The disagreement between for and against abortion has caused hundreds of fights that have even resulted in death. Regardless of what many individuals may accept, fetus removal is not right or off. 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In this report I am discussing abortion. You will read about the pros and cons of this subject. Some people think that abortion is wrong; they think that abortion is the killing of innocent children. Other people believe that the unborn child is not actually a human until it takes its first breath of air. Many people think that having an abortion is in a way, murderRead MoreAbortion Is A Never Ending Debate1094 Words   |  5 Pages Amir Azarvana Pols 1101 July 2nd 2015 Abortion. The tittle of the article I will be analyzing is â€Å"republicans seek to put abortion on the front burner in 2016†. The article was published in U.S. News and World Report, written by Tierney Sneed. Abortion is a never ending debate, it is one of the most common medical procedures performed in the United States each year. Abortion is also one of the most debated topics of all time, it is a never ending debate of whether it should be legal for womenRead MoreThe Debate Over The Controversy Of Abortion1600 Words   |  7 PagesWhen taking the emotional aspect out of the abortion argument, what premise would most support individual liberty? The debate over the controversy of abortion continues because of its frequency of occurrence, and the cultural, legal and religious status that varies extensively in different parts of the United States. While the emotional arguments regarding abortion can be compelling, but should have no bearing in the legal discussion, the individualsà ¢â‚¬â„¢ rights to life and liberty should be held aboveRead More The Debate Over Abortion Essay2024 Words   |  9 PagesWith the ongoing debate and the advancement of technology in determining the viability of a fetus, abortion, the ending of a pregnancy by removing a fertilized egg, has become increasingly controversial. The morality of abortion has caused many to separate into opposite sides of the spectrum, pro-life and pro-choice. The arguments over abortion has stirred a continuous debate between a pro-choice stance such as that presented by the analogical reasoning of Thomson or Glover’s examination of socialRead MoreA Comprehensive Review Of The Civil Liberty Debate On Abortion.1500 Words   |  6 PagesA Comprehensive Review of the Civil Liberty Debate on Abortion Of all the issues plaguing the United States, currently and in the past, abortion rights have been one of the most passionately debated civil liberty issues. Edward Sidlow and Beth Henschen define civil liberties as â€Å"Individual rights protected by the Constitution against the powers of the government†(72). Some argue that women should be protected from the powers of government in terms of reproductive rights while others argue thatRead MoreAbortion In The United States Is A Major Topic Of Debate1218 Words   |  5 PagesAbortion in the United States is a major topic of debate in United States politics. People today frequently hear the terms pro-choice and pro-life, which represent the liberal and conservative views on this issue, respectively. First made illegal in the late 1800s, the federal government did not rule that abortion was legal again until the Roe vs. Wade Supreme Court decision in 1973. Despite this ruling, citizens still fight for women’s ability to terminate their pregnancies as they face legislature

Supply Chain Management of Sanofi Aventis - 5271 Words

[pic] Introduction 2 1.1 Broad Objective 2 1.2 Specific Objectives 2 1.3 Scope 2 1.4 Methodology 3 1.5 Limitation 3 VALUES: 4 MISSION OF SUPPLY CHAIN 5 STRCTURE OF THE SUPPLY CHAIN 6 DISTRIBUTION FACILITIES: 9 KEY FIGURES DISTRIBUTION 9 MAPPING OF PRODUCT DISTRIBUTION 10 DISTRIBUTION PROCESS FLOW CHART 11 Definition-Target: 12 Addresses: 12 Target: 12 Field of application: 13 General Rules of Finished Goods Stock Cover: 13 Stock Policy / Product Life: 13 Standard Rules of Finished Products Stocks Cover: 14 Optimized practice of stocks targeting: 16 RAG/VMI products Stocks Cover Target (on hand, available to sale): 16 RAG/VMI Products Stocks Cover Targets: 17 Monitoring Rules-†¦show more content†¦| |Performance |The key to future | 9 10 MISSION OF SUPPLY CHAIN Develop the best Service to Customers by managing: ââ€" ª With a single teamShow MoreRelatedThe Impacts of Mncs in the Economy of Bangladesh14643 Words   |  59 PagesAmong them Standard Chartered bank (BD) ltd, British American Tobacco (BAT) Bangladesh ltd. is most renown. 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The Great Gatsby By F. Scott Fitzgerald - 1248 Words

In The Great Gatsby, by F. Scott Fitzgerald, symbolism plays a major role in the continuation of the plot. Symbolism in this novel uncovers emotional backstories of the main characters, shows why the characters make the choices they do, and the difference of the meaning of certain objects in the novel. Although there are many different symbols in The Great Gatsby, the ones that stick out the most are the green light, the eyes of T.J. Eckleburg, and the Valley of Ashes. Each symbol can have many different meanings, depending on what character and what situation in which the symbol is being presented. The green light that is located at the end of Daisy Buchanan’s dock, directly across bay from Jay Gatsby’s house. The green light is first†¦show more content†¦Another meaning of the symbol, the green light, is at the end of the novel. This scene is when George Wilson shows up at Gatsby’s house, the day after the death of Myrtle Wilson. George Wilson believed that Gatsby was the one that killed Myrtle by running her over. George Wilson shoots Gatsby, and then shoots himself. Before Gatsby dies and falls into the pool he stares at the green light on the end of the dock. In Jay Gatsby’s final moments, the green light now represents a future that he will not live to see or experience. He knows he will no longer have a possible future will Daisy, or any future at all. The second major symbol is T.J. Eckleburg’s eyes that are on a billboard located over the Valley of Ashes. The first possible meaning to this symbol is that T.J. Eckleburg’s eyes represent the hollowness to the American Dream. The eyes watch everyone that is going through the Valley of Ashes, in order to get to the city to achieve the American Dream. The idea of the American Dream is one giant lie, most people who think they can live the American Dream are just dreaming. Most people that set out to accomplish the American dream do not succeed. They are le ft with their dreams turning to ashes, while some people actually do succeed, leaving them in weath. The other meaning that T.J. Eckleburg’s eyes could represent is the eyes are actually the eyes

Describe the Potential Effects of Discrimination Free Essays

string(113) " must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal\." Applied Business Unit 8: Business Planning Task 6 Worksheet Task Six: Financial Planning YOU CANNOT START AND/OR COMPLETE THIS WITHOUT A FINAL SALES FORECAST AND A LIST OF ALL YOUR OPERATIONAL COSTS ————————————————- Lesson breakdown ————————————————- Lesson 1: †¢Introduction to Financial Planning and how do we create an integrated plan: Focus on cash flow forecast using operations plan ————————————————- Lesson 2+3: Cash flow analysis and develop aims and objectives; ————————————————- Introduce ‘ILP-time-off’ work to do ————————————————- Lesson 4: Cash flow revisions, Problem spotting based on cash flow and develop aims and objectives ————————————————- Lesson 5: Profit and loss account and Financial Ratio Analysis and developing aims and objectives ————————————————- Lesson 6: Break Even analysis and then develop aims and objectives ————————————†”———- Lesson 7: Final Amendments to Financial Planning; Problem spotting based on Pamp;L, ratio analysis, break-even and develop plan Task 6 Brief Overview * In this section, you are going to produce financial documents for your business proposal. You will need to use the sales forecasts and operations plan that you produced earlier. This section is important as you are attracting investment and assessing the viability of your plan * Calculate, analyse and evaluate the following; Use these subheadings in your report * Size and duration of budget * Start-up costs Running costs * Cash flow forecast * Break even analysis * Financial ratios * Profit and loss * Analyse all your financial documents showing detailed consideration for the Aims and Objectives: * Are they achieved? * If not what are the possible problems this can cause your business? * Can you think of any solutions to help you to overcome these problems so that you could achieve your aims? SUBMISSION OF TASK 6 The following is to b e submitted as a Word document Use the following headings for your submission of your Financial Plan 1st submission. We will write a custom essay sample on Describe the Potential Effects of Discrimination or any similar topic only for you Order Now Copy and paste these into your final document: Submit all work on moodle for deadline 3rd December 2010 (4:15PM) 1. Financial Planning (main heading) 2. Cash Flow Forecasting Table (MB4 students need to submit 2 (+? )CFF Tables) a. Cash Flow Forecasting analysis (of each CFF produced) 3. Profit and Loss statement and Financial Ratios Table (MB4 students need to submit 2 (+? )Pamp;L and F/R Tables) b. Profit and Loss statement and Financial Ratios analysis (of each Pamp;L and F/R produced) 4. Breakeven Table (MB4 students need to submit 2 (+? )Breakeven Tables) . Breakeven analysis (of each Breakeven produced) TASK 6 FINANCIAL PLANNING CONTENT/ASSESSMENT CHECKLIST CRITERIA CASH FLOW FORECASTING| 1. Start-up budget: | a) 12 monthly graph (Cut and paste information from your cash flow forecast for your first graph)| b) Analysis needs to consider:| I. You must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal. You read "Describe the Potential Effects of Discrimination" in category "Papers" | II. Research used to underpin and develop aims and objectives/ownership/key personnel| III. Research used to underpin and develop business idea| IV. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| V. What changes to your original idea/USP/aims do you have to consider in light of this new data? | 2. Running costs: | a) 12 monthly graph (Cut and paste information from your cash flow forecast for your first graph)| b) Analysis needs to consider:| I. You must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal. | II. Research used to underpin and develop aims and objectives/ownership/key personnel| III. Research used to underpin and develop business idea| IV. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| V. What changes to your original idea/USP/aims do you have to consider in light of this new data? | 3. 12 monthly Cash Forecast: 1 : Your initial forecast used to help identify problems| a) Analysis needs to consider:| I. You must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal. | II. Research used to underpin and develop aims and objectives/ownership/key personnel| III. Research used to underpin and develop business idea| IV. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| V. What changes to your original idea/USP/aims do you have to consider in light of this new data? | 4. MB4 12 Monthly Cash Forecast: 2: A working example of your solutions to your identified problems in CFF1| a) Analysis needs to consider:| I. You must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal. | II. Research used to underpin and develop aims and objectives/ownership/key personnel| III. Research used to underpin and develop business idea| IV. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| V. What changes to your original idea/USP/aims do you have to consider in light of this new data? | PROFIT AND LOSS ACCOUNT| 5. Profit and Loss Account 1 : Your initial forecast used to help identify problems| a) Analysis needs to consider:| I. You must have an in-depth explanation of how these could achieve the ims and objectives of your business proposal. | II. Research used to underpin and develop aims and objectives/ownership/key personnel| III. Research used to underpin and develop business idea| IV. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| V. What changes to your original idea/USP/aims do you have to consider in light of this new data? | 6. MB4 Profit and Loss Account 2: A worked example of your solutions to your identified problems in Pamp;L1| b) Analysis needs to consider:| VI. You must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal. | VII. Research used to underpin and develop aims and objectives/ownership/key personnel| VIII. Research used to underpin and develop business idea| IX. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| X. What changes to your original idea/USP/aims do you have to consider in light of this new data? | FINANCIAL RATIOS| 7. Financial Ratios: Gross and Net Profit for Pamp;L account 1| a) Analysis needs to consider:| I. You must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal. | II. Research used to underpin and develop aims and objectives/ownership/key personnel| III. Research used to underpin and develop business idea| IV. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| V. What changes to your original idea/USP/aims do you have to consider in light of this new data? | 8. MB4 Financial Ratios: Gross and Net Profit for Pamp;L account 2| a) Analysis needs to consider:| I. You must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal. | II. Research used to underpin and develop aims and objectives/ownership/key personnel| III. Research used to underpin and develop business idea| IV. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| V. What changes to your original idea/USP/aims do you have to consider in light of this new data? | BREAKEVEN| 9. Breakeven table and calculation:1 : Your initial forecast used to help identify problems| a) Analysis needs to consider:| I. You must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal. | II. Research used to underpin and develop aims and objectives/ownership/key personnel| III. Research used to underpin and develop business idea| IV. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| V. What changes to your original idea/USP/aims do you have to consider in light of this new data? | 10. MB4 Breakeven table and calculation:2: A working example of your solutions to your identified problems| b) Analysis needs to consider:| VI. You must have an in-depth explanation of how these could achieve the aims and objectives of your business proposal. | VII. Research used to underpin and develop aims and objectives/ownership/key personnel| VIII. Research used to underpin and develop business idea| IX. Identify problems and solutions with your plan (develop it) and also your aims and objectives:| X. What changes to your original idea/USP/aims do you have to consider in light of this new data? | TASK 6 ASSESSMENT GUIDE: HOW TO ACHIEVE THE BEST RESULTS? * You are assessed in Task 6 for BOTH AO2 and AO3 marks AO2 is marked out of 22 marks and all learners should be aiming for a minimum of MB4 which is 17/22 marks * AO3 is marked out of 14 and at this stage all learners should be aiming for a minimum of MB4 which is 11-14 marks. * We will award high marks for those learners who can: * Purposefully select data from a wide range of sources, * Analyse the problem and possible solutions * Develop their plan based upon res earch. * Give an in-depth explanation of how the marketing plan could achieve the aims and objectives of the business proposal. AO2 ASSESSMENT OBJECTIVES MB1| MB2| MB3| MB4| 2 3 4 5| 6 7 8 9 10| 11 12 13 14 15 16| 17 18 19 20 21 22| A business plan which includes aspects of the marketing plan. A description of how this supports the aims and objectives of the business proposal. | A business plan which contains the marketingPlan. A basic explanation of how this contributes to achieving the aims and objectives of the business proposal. | A business plan which contains a developed marketing plan. An explanation of how this could achieve the aims and objectives of the business proposal. | A business plan which contains comprehensive marketing plan. An in-depth explanation of how this could achieve the aims and objectives of the business proposal. | * Aspects of the components are produced * Superficial coverage of aims and objective| * The components are complete * Aims and objectives are broadly considered| * The components are complete and developed * Beginning to target particular aims and objectives, but lacks precision| * The components are complete, developed and address the key parts of the problem * Targeting particular aims and objectives with precision| AO3 ASSESSMENT OBJECTIVES MB1| MB2| MB3| MB4| 2 3| 4 5 6| 7 8 9 10| 11 12 13 14| Collects some up-to-date data from a limited range of sources. Uses numerical and/or non-numerical techniqueson the collected data to provide a partial analysisof the requirements of:†¢ the marketing plan†¢ the operations plan†¢ the financial plan. Uses the results of the analysis to identify some relevant elements of the business plan. | Selects some up-to-date data from a limited range of sources. Uses numerical and/or non-numerical techniques on selected data to provide a partial analysis of therequirements of:†¢ the marketing plan†¢ the operations plan†¢ the financial plan. Uses the results of the analysis to outline a relevant business plan. | Selects relevant and up-to-date data from a range of sources. Uses appropriate numerical and/or non-numericaltechniques on selected data to provide a partial analysisof the requirements of:†¢ the marketing plan†¢ the operations plan†¢ the financial plan. Uses the results of the analysis to develop a relevant business plan, which considers the aims and objectives, form of ownership and key personnel required. Selects relevant and up-to-date data from a wide range of sources. Uses appropriate numerical and/or non-numericaltechniques on selected data to analyse the requirementsof:†¢ the marketing plan†¢ the operations plan†¢ the financial plan. Uses the results of the analysis to develop a consistentand integrated business plan, showing detailedconsideration of the aims and objectives, form of ownership and key personnel required. | MB1| MB2| MB3| MB4| 1 2 3| 4 5 6| 7 8 9 10| 11 12 13 1 4| Collects data from a limited range of sourcesProcesses dataIdentifies some elements of the plans components| Selects data from a limited range of sourcesProcesses selected dataOutlines components of the plan| Purposefully selects dataAnalyses key parts of the problem or practical solutionsDevelops components of the plan| Purposeful selects data from a wide range of sourcesAnalyses key parts of the problem AND practical solutionsDevelops integrated components of the plan| Follow the below detailed overview of each task for advice and help on how to achieve MB4 for Task 6 Task 6 MB4 Detailed Overview CASH FLOW FORECAST, ANALYSIS AND DEVELOPMENT Lesson 1: Task 1 1. Download cash flow forecast from moodle 2. Complete pre start up budget (SEE CASE STUDY!! ) 3. Complete pre start-up costs calculated from T5 4. Insert monthly sales figures from final sales forecast 5. Insert monthly fixed costs calculated from T5 6. Insert monthly variable costs from T5 Lesson 2+3: Task 2 Analysis * All marks gained with this task is from your analysis of your financial data; not from your reports themselves. ————————————————- Identify problems and solutions with your plan (develop it) and also how your aims and objectives can/can’t be achieved Learners can achieve MB4 in A02/A03 by following the Financial Planning Assessment Objectives which requires them to identify problem areas and developing practical solutions to consider alternative perspectives. What you will need to include will depend on your individual business proposal. You need to identify areas of weakness such as high fixed costs, start up costs? * Perhaps you need a cash injection by selling equity to help you pay for start up costs? It could be you source alternative suppliers for your variable costs or project that you will pay 30 days later which is to improve your working capital. * What is happening to the figures in the net cash flow cells, are you losing money each week? * This is a cash flow negative situation. * Or are you cash flow positive? * How long before you are cash flow positive? * Why is this so long? Lesson 3+4: Ta sk 3 MB4- Revised cash flow forecast * MB4- You need to produce a refined Cash Flow forecast based upon the analysis of the key issues identified in T6 task 2. This is to include the developments you have made. Label this Cash Flow Forecast 2. * You need to analyse CFF2: * Identify problems and solutions with your plan (develop it) and also if your aims and objectives can be met- How/Why? PROFIT AND LOSS and FINANCIAL RATIOS Lesson 4: Task 1 1. Download Profit and loss template from moodle 2. Insert sales for year 1 from your final sales forecast 3. What is the total cost of these sales? How much were the total variable costs related to the output. These are costs such as ingredients, packaging or price of the club. Put this figure in Direct costs/cost of materials sold 4. Calculate A-B to = C which is the identification of Gross Profit 5. Insert all other costs for the year in the respective headings, adding headings where needed. 6. Add up all your total overheads and insert this figure in D 7. Calculate C-D to identify Net Profit or Loss Figure 8. Calculate your Gross Profit MB4- Task 1 b Revised PROFIT AND LOSS and FINANCIAL RATIOS You must now repeat this action again for the second cash flow forecast figures * You need to analyse Pamp;L2 AND F/R2: * Identify problems and solutions with your plan (develop it) and also if your aims and objectives can be met- How/Why? Task 2= Financial Ratios Overview Profitability ratios are a key source of information for both investors and business planners. They provide a clear image of the business both in terms of your costs and profit. A strong ratio can be the difference between investment and failure. Task A 1. Use the figures in your first profit and loss account to calculate Gross Profit Ratio. ————————————————- Gross Profit margin: ————————————————- A measurement of how much profit the business has made on its buying and selling activities. ———————————————— How good a business is at trading. ——————————â €”—————- Gross Profit margin= Gross Profit/turnover (Sales Revenue) X 100 (%) ————————————————- The higher the % the better, e. g. ————————————————- A GPM of 45% means that for every ? 1 of sales, the firm makes 45p in gross profit 2. Use the figures in your first profit and loss account to calculate Net Profit Ratio. ————————————————- Net Profit margin: ———————————————— It is a measure of how much overall profit the business has made after taking into account all relevant costs that have been incurred. à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Net profit margin= net profit/turnover (sales revenue) X 100 ————————————————- The higher the % the better, e. g. ————————————————- A NPM of 45% means that for every ? 1 of sales, the firm makes 45p in pure profit Task B MB4 Complete for 2nd profit and loss account if constructed CFF2 Task 3= Analysis You must now undertake a critical analysis of each profit and loss account with clear reference and commentary related to the key issues such as profit or loss, gross profit, overhead costs, GPM, NPM etc * Clearly relate back to the businesses achievement of its aims and objectives (explain HOW AND WHY THEY ARE ACHIEVED), developing or rev ising your aims where necessary in your business plan. * Make clear reference to the FIGURES from your profit or loss, gross profit, overhead costs etc * You must undertake a critical analysis of each financial ratio * Identify and problems and/or solutions: Are you profitable? If so†¦ by how much? * Can you grow? * Which costs are too high? * How can you improve your profitability? * What are the possible knock-on effects of these solutions for your businessgt; * Which costs could be reduced? If so what would the possible impact of this be on your business idea? * Which costs cannot be reduced further? Why? What problems does this bring up? * How does a cash injection help or hinder the financial ratios/Pamp;L? BREAK EVEN Task 1 1. Download the Breakeven table from Moodle 2. Input into the table your Annual Revenue (TR), annual FC and VC (with total FC and VC), and total costs. 3. You must then divide the total variable costs by the number of units you are selling in a year ( units can be the bottles/ no of clubbers you expect/ etc in a year) 4. This will give you the variable cost /unit 5. You must now calculate the break even OUTPUT point using the formula: 6. MB4 Calculate Break Even 2 from your revised financial documents 7. All marks gained with this task is from your analysis of your financial data; not from your reports themselves. Identify problems and solutions with your plan (develop it) and also if your aims and objectives can/cant be achieved * Do you break even? * If so at what output? * Work out from your sales forecast when you will reach this breakeven output level * What aims can be achieved? How? Why? * If you don’t breakeven; why not? * You need to identify areas of weakness such as high fixed costs, start up costs, raw material s, low selling price? * What aims cant be achieved? How? Why? * What could you do to solve this breakeven problem? (hint: see changing B/E variables section) 8. MB4 analyse the effect of changing variables (FC, VC and/or Price) on the break even figure. * Calculate the effect of changing variables (FC, VC and/or Price) on the break even figure: * Analyse these break even scenarios and link to your aims and objectives. * What is the effect on breakeven level? * What are the potential problems you have identified with your break even? * Are there any solutions you can recommend to the business? * Such as reducing selling price? * Increasing selling price? * Increase advertising to increase sales? Reducing fixed or variable costs further? etc How to cite Describe the Potential Effects of Discrimination, Papers

Collective Critical Practice Developmental Approaches

Question: Discuss about theCollective Critical Practicefor Developmental Approaches. Answer: A Case Study Exploring the Challenges Faced by Individuals Living with Disability in the Australian Employment Sector There are high cases of discrimination against the people with disability in the Australian employment sector. Such people are not given equal opportunities to perform in the employment sector like their non-disabled counterparts. Most employers consider people with disability as not being able to perform to the same level as those who are not disabled. As a result, these people are excluded from the mainstream employment sector in Australia and denied access to employment opportunities which are open to their counterparts who are not disabled (Winn Hay, 2009, pp.103-115). On the other hand, the few who get lucky to be absorbed in the mainstream employment sector are faced with a myriad of challenges and obstacles that hinder them from performing to equal standards with those who are not disabled. They experience challenges from bosses as well as their colleagues such as stigma, discrimination, stereotypes as well as prejudices. Environmental, social, attitudinal as well as organizational barriers are some of the reasons that hinder full participation of the people living with disability in Australia in the mainstream employment sector. As a result, the employment agencies instead of stereotyping and prejudicing disabled persons on the basis of their level of impairment should focus on coming up with the best mechanisms that will address the challenges faced by the disabled persons in the employment sector and enable them compete on equal footing with their non -disabled counterparts (Shier, et al. 2009, pp.. 63-75). Some of the barriers that may hinder effective performance of persons living with disability and which needs to be addressed by the government as well as other employment agencies to enable the disabled persons compete favourable include; mobility issues as well as the general inability to carry out activities depending on the level of disability. Nonetheless, judging the capability of an indivi dual to perform in the employment sector based on their disability status is baseless and barbaric. Studies show that given equal opportunity, the disabled persons are able to perform in the employment sector to the same level or even better than their non -disabled counterparts. These individuals are only disabled and not unable. They are able to perform in the workplace and contribute significantly to the nations economic development, social capital as well as contribute positively to the overall development of the wider society (Bigby, 2008, pp.76-86). This is a report of a case study conducted among the disabled community of Australia to establish the challenges they face within the nations employment sector, the structural theories that shape the participation of the persons living with disabilities in the Australian employment sector, the inequalities that are inherent within the Australian community and the impact of these inequalities to the disabled persons as they participate in the employment sector as well as how these inequalities links with the global world (Dowse, 20 09, pp.571-584). The report also explores the principles and values of community development that apply to the disabled persons and their experiences in the Australian employment sector. Contrary to the believe by many that people living with disability are supposed to be confined at the roadside begging for help, these people are able and willing to work if given the opportunity in an attempt to achieve financial stability as well as to positively contribute to the economic development of their communities and society. In order to enable people with disability to achieve social inclusion, they should be fully allowed and given equal opportunity to participate in the employment sector of the nation without any form of discrimination, prejudice, stereotype or exclusion (Darcy Taylor, 2009, pp.419-441). This will not only contribute to their financial sustainability but also contribute to their physical as well as mental health thus make them have a sense of self-worth and personal well-being. To demonstrate the significance of work to the persons living with disability, Geisen (2011) maintain that engaging individuals in work ends up impacting positively to their well-being, personal health, level of identity as well as social inclusion. Hence, denying the disabled persons a chance to work does not only deny them a chance to contribute to the development of the society and their personal development but also impacts negatively to their health and well-being. Moreover, enabling the disabled persons to work will reduce over dependence on aide through organizations such as the Disabled Support Pension of Australia (DSP) as well as help the government of Australia address the rampant problem of labour shortage witnessed in the country (Forlin, 2006, pp.265-277). Furthermore, involvement of the disabled persons in the employment sector will help promote principles and values of community development such as independence, self -determination, social justice and equity and commu nity ownership as well as reduce overdependence on welfare benefits. One way through which the government of Australia can help persons living with disability have equal access to employment opportunities as their non-disabled counterparts is through education. Low education level among the disabled persons is a major contributing factor to the high levels of unemployment among the disabled people not only in Australia but across the globe. Most families view disabled children as a burden and therefore do not take them to school. As a result, there is a high illiteracy level among disabled persons across the world (Hall Wilton, 2011, pp.867-880). This makes it hard for the members of this group to compete favourably in the labour market with their non-disabled counterparts. Education will not only make the disabled persons gain access to employment but will also enable this group of persons acquire and access the principles and values of community development such as inclusivity, social justice and equity, enhanced natural capabilities and networks, community ownership as well as community self- determination. Having adequate education will help convince and appeal to employers within the Australian employment sector who hold misconceptions that employing a disabled person could slow the production rate of their businesses (Crowe, et al. 2006, pp.1497-1500). Furthermore, giving a disabled person the necessary adequate education will help change the attitude of employers who hold the belief that employing a disabled person comes with risks such as recruitment and maintenance costs. Research among employment agencies discovered that there are quite a number of employers willing to employ persons with disabilities. However, these employers fear that lack of confidence among the disabled persons in the knowledge they possess and the necessary competency to fulfil tasks could affect the performance of these people at the work place. Such employers lack trust in the skills that the disabled persons have and as a result fail to look at the benefits which such persons can bring to the organization rather than the disadvantages. Moreover, concerns over lack of disclosure among the disabled persons for a disability is one of the reasons affecting such people being recognized at the work place and given the necessary support to enable them perform (Humpage, 2007, 215-231). Most members of the disabled group fear disclosing their disability status due to the fear of being stigmatized and alienated from the mainstream employment sector. Power and Inequalities in the Socio-Political-Cultural Structures and its Effects to Disabled Persons and their Experiences in the Employment Sector Due to a long history of discrimination that stems from the family level, most disabled persons in Australia lack access to education. There are inequalities in the education of the disabled and the non-disabled due to structural discriminatory policies and practices. As a result, most disabled persons live in poverty and in slums with overcrowded housing facilities where they are surrounded by various levels of crime and where some live with malnutrition while others are left wondering on the streets of cities such as Melbourne as beggars. As a result of the living conditions of these persons, abolishing structural discriminatory policies and practices will be of little assistance to them as pertains to their involvement in the employment sector. Many will still be found unfit to hold positions in the formal employment due to a lack of education. At the same time, since they live in slums with poor infrastructural facilities, many will find it hard to access places of work (Meekosha Dowse, 2007, pp. 169-183). Moreover, structural discriminations that manifests in the social and political systems promote inequalities in the employment experiences between persons living with disabilities and their counterparts who are non-disabled. Disabled persons are subjected to discrimination in the systems such as justice, education, health as well as in the public service. Most of these systems are concerned with profit maximization rather than service to humanity. As a result, disabled persons who live in poverty are denied access to these basic systems due to a general of financial power to allow them access. As a result many end up suffering and even dying due to the lack of access to basic amenities such as health (Killackey, et al, 2006, pp.951-962). To address these issues wholesomely, strategies and solutions which promote ownership of the solutions that address their challenges should be adopted. The government of Australia in an attempt to address the experiences of persons living with disabilities in the mainstream employment sector has come with strategies that ensure employment support for disabled persons. The government has come up with initiatives of funding various agencies and networks that support people living with disabilities in the employment sector. Some of these agencies include; Disability Employment Services (DES) and the 2016 Women With Disabilities Australia (WWDA). In an attempt to empower persons living with disabilities, the government has come up with the National Disability Insurance Scheme, to offer financial assistance to persons with disability and enable them set up businesses hence save them the hustle of going out looking for jobs (Grady Ohlin, 2009, pp.161-169). Furthermore, community development organizations under the umbrella of the United Nations Convention on the Rights of Persons with Disabilities has also come in handy with various initiatives aimed towards addressing the inequalities in the employment experiences between the disabled persons and the non-disabled persons. The processes employed in improving the experiences of persons living with disabilities in Australia in the mainstream employment sector and the outcomes registered can be considered as effective practice. The number of disabled persons employed in the mainstream employment sector has grown (Patterson Pegg, 2009, pp.387-402). Moreover, the living conditions of disabled persons has tremendously improved since they have access to sources of income through the mainstream employment sector as well as through businesses set up using the various grants from the government as well as from other community development agencies. Furthermore, due to public sensitization, the s tereotypes and prejudices against disabled persons in the employment sector has reduced to a great extent. Nonetheless, the developmental community work theory adopted by the government as well as by the various community development agencies to address the experiences of the persons living with disabilities in the mainstream employment sector has limits that have made them not to fully address the issues facing disabled persons in the mainstream employment sector. The development theory of stratifying persons as disabled and non-disabled and giving special treatment in the employment sector to one group could not fully address the employment problem among the disabled persons (George, et al, 2008, 165-176). A part from the negative experiences faced by persons living with disabilities in the employment sector in Australia due to prejudices and stereotypes that lead to discrimination, it is worthwhile to note that some of the employment experiences faced by these persons are self- instigated. As a result, other social theories such as the Transpersonal theories of human development could be used to address the employment problem among persons living with disabilities (Townsend-White, et al. 2012, pp.270-284). This theory that puts emphasis in making an individual to view themselves beyond identity roots in their bodies could help the disabled persons rise beyond self- pity and compete for employment opportunities favourably with other members of society. In conclusion, persons living with disabilities just like any other person have the capability to compete favourably in the mainstream employment sector if given the necessary support. Community development practices towards helping persons living with disabilities should be implemented to reduce the stereotypes and prejudices against this group of persons and to allow them contribute positively to the development of the society. Bibliography Bigby, C., 2008. Beset by obstacles: A review of Australian policy development to support ageing in place for people with intellectual disability. Journal of Intellectual and Developmental Disability, 33(1), pp.76-86. Crowe, T.P., Deane, F.P., Oades, L.G., Caputi, P. and Morland, K.G., 2006. Effectiveness of a collaborative recovery training program in Australia in promoting positive views about recovery. Psychiatric Services, 57(10), pp.1497-1500. Darcy, S. and Taylor, T., 2009. Disability citizenship: An Australian human rights analysis of the cultural industries. Leisure Studies, 28(4), pp.419-441. Dowse, L., 2009. Some people are never going to be able to do that. Challenges for people with intellectual disability in the 21st century. Disability Society, 24(5), pp.571-584. Forlin, C., 2006. Inclusive education in Australia ten years after Salamanca. European Journal of Psychology of Education, 21(3), pp.265-277. George, A., Vickers, M.H., Wilkes, L. and Barton, B., 2008. Working and caring for a child with chronic illness: Challenges in maintaining employment. Employee Responsibilities and Rights Journal, 20(3), pp.165-176. Grady, J. and Ohlin, J.B., 2009. Equal access to hospitality services for guests with mobility impairments under the Americans with Disabilities Act: Implications for the hospitality industry. International Journal of Hospitality Management, 28(1), pp.161-169. Hall, E. and Wilton, R., 2011. Alternative spaces of workand inclusion for disabled people. Disability Society, 26(7), pp.867-880. Humpage, L., 2007. Models of disability, work and welfare in Australia. Social Policy Administration, 41(3), pp.215-231. Killackey, E.J., Jackson, H.J., Gleeson, J., Hickie, I.B. and Mcgorry, P.D., 2006. Exciting career opportunity beckons! Early intervention and vocational rehabilitation in first-episode psychosis: employing cautious optimism. Australian and New Zealand Journal of Psychiatry, 40(11-12), pp.951-962. Meekosha, H. and Dowse, L., 2007. Integrating critical disability studies into social work education and practice: An Australian perspective. Practice, 19(3), pp.169-183. Patterson, I. and Pegg, S., 2009. Serious leisure and people with intellectual disabilities: Benefits and opportunities. Leisure Studies, 28(4), pp.387-402. Shier, M., Graham, J.R. and Jones, M.E., 2009. Barriers to employment as experienced by disabled people: a qualitative analysis in Calgary and Regina, Canada. Disability Society, 24(1), pp.63-75. Townsend?White, C., Pham, A.N.T. and Vassos, M.V., 2012. Review: a systematic review of quality of life measures for people with intellectual disabilities and challenging behaviours. Journal of Intellectual Disability Research, 56(3), pp.270-284. Winn, S. and Hay, I., 2009. Transition from school for youths with a disability: issues and challenges. Disability Society, 24(1), pp.103-115.